Students combine a foundation of general studies with major courses and clinical experiences with children as they complete the elementary education curriculum. A Bachelor of Science in education with a major in elementary education leads to Illinois teacher licensure in grades first through sixth grade (self-contained classrooms), or an Early Childhood Education option for birth through grade two.

In addition to extensive coursework in the major, students begin observing children early in the program and begin working with them as tutors and classroom aides in their junior year. During the comprehensive pre-student teaching field experience in the first semester of their senior year, students teach lessons in mathematics, science, reading, language arts and social studies. The program culminates in a 12-week student teaching experience.

Special Opportunities in Elementary Education

The faculty in the department are committed to meeting the needs of individual students and communicate with them frequently. Elementary education majors complete three reading, two social studies, two science and two mathematics teaching methods courses that fully prepare them for the demands of the classroom. The use of technology and techniques to accommodate the needs of individual children are emphasized throughout the program. Students apply the knowledge gained in the classroom as they complete a variety of field experiences and student teaching. The department’s Outstanding Pre-service Teaching Award (OPTA) recognizes students who have demonstrated excellence in their academic coursework and teaching experiences.

Student Activities

Students participate in professional groups such as the WIU Student Education Association, Council for Exceptional Children, Kappa Delta Pi International Honor Society in Education and Society of Educators. Students are also involved in the PreK-8 Science Update Conference, Assistive Technology Conference, WIU SEA Spring Conference and KDP Fall Conference.

Possible Careers in Elementary Education

Nationwide studies indicate teacher shortages in some areas and suggest that job opportunities are increasing. All graduates of the elementary education program are qualified to teach in self-contained first through sixth grade classrooms. Graduate coursework is available for licensed teachers, qualifying them to serve as reading specialists, principals, curriculum directors and superintendents.

Course Descriptions

CURRICULUM AND INSTRUCTION (C&I)

110 (Formerly ELED 110) Critical Skills for Professional Educators. (2) Examines characteristics and skills of effective educators, specifically those related to oral communication, human interaction, critical thinking, leadership, and effective use of technology. Includes the development of a personal philosophy of education. Required for Early Childhood Education and Elementary Education options.

270 (Formerly ELED 270) Education Field Work Seminar II. (1–2, repeatable to 4) Clinical experience in an elementary or middle level classroom with accompanying seminars focused on exploration of individual characteristics of learners and professional standards for teachers. Transportation not furnished. Prerequisites or Corequisites: C&I 170 and ELED 110. Graded S/U only.

370 (Formerly ELED 370) Education Field Work Seminar I. (1–3, repeatable with no maximum) Supervised practicum of educational experiences in elementary school programs. Students explore and apply learning theories as they tutor one or more elementary or middle grade students. Transportation not furnished. Prerequisites: Fully accepted into Teacher Education Program (TEP) and departmental permission. Graded S/U only.

403 Middle Level Education. (3) Philosophical development of the middle school will be analyzed as well as the advisory role of the middle school teacher for health and social services. Developmentally appropriate curriculum and instructional methods including content area reading instruction and techniques for blending subject matter content relevant to the early adolescent are provided. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 301 or 306; fully accepted into Teacher Education Program (TEP).

EARLY CHILDHOOD (ECH)

271 Introduction to Early Childhood Education. (3) An overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and basic values in the field. Considerations for diversity of culture, language, race, social-economic status, gender, ethnicity, and ability will be included. A minimum grade of C is required of Teacher Education majors.

273 Young Child Growth and Development. (3) A foundation course in theory and principles of the developmental continuum pre-natal through age 8, including an in-depth study of physical, social/ emotional, cognitive, language, and aesthetic development; an exploration of child development within a socio-cultural context. A minimum grade of C is required of Teacher Education majors. Restricted: early childhood program or departmental permission.

274 The Young Child as a Learner. (3) The child’s acquisition of language, intellectual, and personality development. Relationship between child’s growth and development, his/her activities outside and within social institutions. A minimum grade of C is required of Teacher Education students. Restricted: early childhood program or departmental permission.

276 (Formerly C&I 476) Parent/Community Involvement. (2) Techniques for working with and involving families/communities, including conferencing skills, newsletters, home-visits, parent education, volunteers, meetings, and other ways to develop open communication and parental and community support. A minimum grade of C is required of Teacher Education students. Restricted: departmental permission.

277 Observation and Assessment in Early Childhood Education. (3) Examination of informal, formal, authentic, classroom-based developmentally appropriate assessment strategies for young children, birth through age 8, to identify and meet individual children’s needs and to plan curriculum. Emphasizes experiences in observing and assessing children and communicating with parents. A minimum grade of C is required of Teacher Education majors.

351 Science and Math for Young Children in Regular and Inclusive Settings: Birth to Preschool. (4) Methods and content for planning, implementing, and assessing science and math curriculum for young children, birth to preschool. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 274; fully accepted into Teacher Education Program (TEP). Corequisite: ECH 380.

354 (Formerly ECH 358) Infant/Toddler Environment. (3) Characteristics of high-quality caregivers, curriculum, indoor/outdoor space, scheduling, and material selection to support infants’ and toddlers’ development within family and group settings. Course requirements include 36 hours of hands-on practicum in an infant/toddler classroom. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

355 Planning and Environment for the Pre-Primary Child. (2-3) This course focuses on the principles and practices of classroom design, scheduling, material selection, the concept and application of integration of all content areas into a cohesive curriculum, and program evaluation in pre-primary settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

356 Planning and Environment for the Primary Child. (2) Principles and practices of classroom design, scheduling, curricular integration, and material selection in kindergarten and the primary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271, 273, 355; fully accepted into Teacher Education Program (TEP).

357 Strategies to Support Social/Emotional Growth in Young Children. (2) Strategies that promote positive development of young children’s interpersonal, dispositional, and behavioral skills as listed in various Illinois learning standards, birth–second grade. An overview of current behavior management systems as well as their legal aspects will also be covered. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP).

359 Art and Movement for Children Ages 2–8 Years Old. (2) Focuses on planning for four areas of art (visual arts, drama, music, and dance/kinesthetic) and physical education/activity for children ages 2–8, incorporating how culture influences the arts, importance of environment, and adaptations to include all children. A minimum grade of C is required of Teacher Education majors. Prerequisite: fully accepted into Teacher Education Program (TEP).

410 Senior Seminar in Early Childhood. (0) Provides students with an opportunity for reflection, discussion, and professional reading related to their student teaching experience. Prerequisite: ECH 480. Corequisites: STCH 459 and 460. Graded S/U only.

474 Early Childhood Assessment. (3) Intensive investigation of informal and formal assessment strategies including basic principles of measurement and evaluation, to plan educational experiences, communicate with parents, identify children in need of specialized services, and evaluate programs for young children from birth through eight years of age. The administration of some assessment instruments is required. A minimum grade of C is required of Teacher Education majors. Restricted: early childhood program or departmental permission. Prerequisites: ECH 271, 273, 274, 380, fully accepted into Teacher Education Program (TEP).

480 Field Work in Early Childhood Education III. (4) Clinical experience in pre-primary early childhood classrooms. Students work closely with mentor teachers in planning, implementing, and assessing instruction in all curricular areas. Student will complete a practice edTPA. Transportation not furnished. Prerequisites: ECH 271, 273, 380, 381, departmental permission, fully accepted into Teacher Education Program (TEP). Graded S/U only.

EDUCATION (EDUC)

239 Pre-Teacher Education Program Admittance. (0, repeatable with no maximum) Students pursuing teacher licensure are required to take this course in the semester they plan to be fully accepted in the Teacher Education Program (TEP). Students must meet established departmental criteria for admittance to TEP. Graded S/U.

339 Pre-Student Teaching Clearance. (0) Students pursuing teacher licensure are required to take this course prior to their student teaching semester. Students must meet established criteria for departmental clearance to student teach. Prerequisites: Full admittance to the Teacher Education Program (TEP). Graded S/U.

469 Pre-Licensure Clearance. (0) Students pursuing teacher licensure are required to take this course in the semester they student teach. Students must meet criteria established by the department in order to be recommended for licensure. Prerequisite: departmental clearance to student teach. Corequisite: Student Teaching (STCH). Graded S/U.

445 Honors/Seminar in Elementary Education. (2, not repeatable) Reading, research, writing, and discussion on educational topics to be announced in advance. Normally, a service learning project and a seminar presentation will be required. Prerequisites: C&I 170 or ECH 273; enrollment in the Centennial Honors College.

LITERATURE LANGUAGE ARTS (LLA)

311 Literature for Young Children. (2)A survey of literature for children birth through grade two. Selecting books in various genres through critical analysis and evaluation is emphasized. A minimum grade of C is required of Teacher Education majors. Prerequisite: 2.50 cumulative GPA. Corequisite: RDG 382.

313 Children’s Literature. (3)Survey of literature for children preschool through grade 6 with emphasis on critical analysis and evaluation of books in various genres. A minimum grade of C is required of Teacher Education majors. Prerequisite: 2.50 cumulative GPA.

367 Language Arts in the Middle Level. (3) A study of communication skills: listening, speaking, reading, writing, and vocabulary; a comparison of current teaching methods and materials; and emphasis on the language arts as the core of the middle grades curriculum. A minimum grade of C is required of Teacher Education majors. Prerequisite: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

443 (Cross-listed with ENG 443) Creative Uses of Literature for Children and Young Adults. (3)Presents the development of effective programs in informal and formalized interpretive experiences for children and young adults, emphasizing individual creativity and sources for materials. Not open to students with credit for ENG 443. Prerequisite: LLA 313.

READING (RDG)

382 Literacy Development: Birth through Preschool. (2) Focuses on both methods and content for fostering and assessing literacy development in children from birth through the preschool years in a variety of settings. The course will address the diverse needs of preschool children through differentiation. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: ECH 271, 273; fully accepted into Teacher Education Program (TEP). Corequisite: LLA 311.

383 Literacy Instruction in the Early Grades. (3) Introduction to developmentally appropriate methods for teaching and assessing reading, writing, speaking, and listening in early elementary classrooms, adapting these methods to meet the individual needs of diverse groups of children, and applying these methods in a classroom. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LLA 311 or 313 or departmental approval; fully accepted into Teacher Education Program (TEP).

384 Literacy Instruction in the Intermediate Grades. (3) A focus on methods of literacy instruction and assessment appropriate for intermediate/middle level classrooms, with adaptations to meet the individual needs of diverse groups of children and opportunities to apply these methods in a classroom. A minimum grade of C is required of Teacher Education majors. Writing Instruction in the Disciplines (WID) course. Prerequisites: LLA 313 or departmental approval; RDG 383; fully accepted into Teacher Education Program (TEP).

387 Literacy Instruction in Content Areas. (2) This course develops an understanding of principles of reading, writing, and oral communication instruction needed to scaffold comprehension of content area texts. It includes a focus on academic language and the identification of language demands embedded in instruction. Not open to Elementary, Early Childhood, Bilingual/English as a Second Language, or Special Education majors. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 210 and EIS 301; grade of C or better in all prerequisite courses.

388 Disciplinary Literacy Instruction in the Middle Grades. (3) Focuses on disciplinary literacy development in the middle grades. Includes vocabulary, comprehension, writing to learn, and study strategies for disciplinary teachers. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

432 Introduction to Corrective Reading in the Early Childhood Years. (2) Methods and content for assessing and instructional procedures for correcting the reading and writing difficulties of primary-aged children in the regular classroom setting. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 382, 383, and LLA 311 or 313; fully accepted into Teacher Education Program (TEP).

434 Literacy Assessments and Interventions for the Middle Level. (3) Focuses on methods for data-driven decision making, formative and summative assessments and problem-solving processes to monitor student progress. Multi-Tiered Systems of Support will provide the basis for possible interventions for readers in the middle school grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 388 and 433.

467 Critical Literacy for the Middle Level. (3) Focuses on the integration of 21st century technology competencies in the exploration and application of project-based learning. Middle level literacy teaching candidates’ knowledge of literacy content, concepts, and skills are assessed through engagement in this process. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 384 and 388; C&I 403.

468 Teaching Reading in Secondary School and College. (3) A theory-based course that translates knowledge and research concerning reading at the junior high, senior high, and college level into recommendations for effective instruction, and focuses on the various kinds of reading programs that exist at the post-elementary level. A minimum grade of C is required of Teacher Education majors.

SCIENCE EDUCATION (SCED)

352 Methods for Teaching Science PreK–2nd Grade. (3) Methods and content for planning, implementing, and assessing science curriculum when teaching children in PreK through second grade. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

489 Energy Education. (3) Course designed to provide content information on basic energy concepts. Topics include forms and sources of energy, renewable and Curriculum and Instruction nonrenewable energy resources, changes in energy forms, energy conservation, historical development of energy use and current technology related to present day energy use. Energy curricula will be examined through discussions, presentations, inquiry-based activities, and possible field trips to energy producing locations. Prerequisite: senior standing or bachelor’s degree.

SOCIAL STUDIES EDUCATION (SSED)

354 Methods for Teaching Social Studies PreK– 2nd Grade. (3) Methods and content for planning, implementing, and assessing social studies curriculum when teaching children in PreK through second grade. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 271 and 273; fully accepted into Teacher Education Program (TEP).

365 Teaching Our Heritage. (3) Develops the conceptual base for teaching the understanding of our heritage including the role of cultural diversity, change over time, place, government, production, and distribution. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

390 Methods of Teaching Middle Level Social Studies. (3) Designed to aid the prospective middle level social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C is required of Teacher Education majors. Prerequisites: junior standing or departmental approval; fully accepted into Teacher Education Program (TEP).

439 Foundational Methods of Teaching Secondary Social Studies. (3) Designed to aid the prospective secondary social studies teacher in developing objectives, identifying appropriate learning standards, selecting and organizing content, and using various instructional and assessment techniques. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 210 and EIS 301; grade of C or better in all prerequisite courses.

449 Innovative Strategies for Teaching Social Studies. (3) Designed to aid the prospective secondary social studies teacher in planning for differentiated instruction; providing for inquiry-based learning; using a variety of strategies that support comprehension of text, critical thinking, and problem solving; and analyzing student learning. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 303, EIS 305, SSED 439, and either ENG 366 or RDG 387; grade of C or better in all prerequisite courses.

495 Teaching with a Global Perspective. (3) (Global Issues) Develops the conceptual base for teaching the understanding of global connections including those dealing with social, environmental, economic, technological, and individual cultural dimensions. Field component required. A minimum grade of C is required of Teacher Education majors. Prerequisites: SSED 439 or 365; fully accepted into Teacher Education Program (TEP).

SPECIAL EDUCATION (SPED)

200 Introduction to Special Education. (3) Historical foundations of Special Education including litigation, legislation, models, theories, and philosophies. Introduction to professional ethics, conduct, and professional growth and reflection. A minimum grade of C is required of Teacher Education majors. Corequisite: SPED 280.

210 (Formerly SPED 310) The Exceptional Learner. (2) A survey of the characteristics of individuals with diverse mental, physical, behavioral, learning, or communication needs. This course emphasizes the identification and education of exceptional learners. For non-majors only. A minimum grade of C is required of Teacher Education majors.

250 Language Development and Exceptional Individuals. (2) Normal language development from birth through age 21, children’s progression through language development stages at differing rates, and the effects of disabilities on language development. Course will include effects of cultural and linguistic diversity on language development. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200 or 210.

280 Field Work in Special Education. (1, repeatable to 2) Educational experiences acquired in practical service situations. Repeatable in different settings with permission. Corequisite: SPED 200. Graded S/U only.

300 Characteristics of the Learner. (3) Development of cognitive, emotional, physical, social, and communication skills of students with disabilities. Practices that support the intellectual, social, and personal growth of all students. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200. IAI: ECE 913.

320 Learning Environment. (3) Exploration of individual and group motivators and behavior management techniques. Strategies for creating learning environments that promote positive social interaction and active engagement in learning. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 200.

350 Collaborative Relationships and Transition. (3) Factors that promote effective communication and collaboration with individuals, parents, families, and school and community personnel. Elements of effective transition of students with disabilities across age span. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 300.

360 Health Issues of Special Needs Students. (2) Introduction to health issues of children with disabilities. Includes basic knowledge of common medical conditions, treatment, effects on physical, cognitive, emotional, social, and educational behaviors; basic skills for physical accommodation; and roles and responsibilities in identifying, assessing, and providing services. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 200 and 300, or permission of instructor.

370 Assessment. (4) Educational assessment processes and strategies to support instructional planning for students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 280, 320; ENG 180 and 280; fully accepted into the Teacher Education Program (TEP).

390 Differentiating Instruction for Learners with Special Needs. (2) Introduces and provides practice in using various strategies, including Universal Design for Learning, collaboration, Response to Intervention, and Positive Behavior Interventions and Supports, to help general educators serve learners with special needs in their classrooms. Not open to Special Education majors. A minimum grade of C is required of Teacher Education majors. Prerequisites: EIS 305 or equivalent, a reading/ literacy course, and a methods course in the major; grade of C or better in all prerequisite courses.

392 Strategies and Procedures for Exceptional Children Ages Birth to Five. (2) Focuses on the use of co-teaching models and assistive technology as well as writing plans to best serve all children, age birth to five. Collaboration between educational fields (special education and early childhood education) will be addressed. Not open to Special Education majors. A minimum grade of C is required of Teacher Education majors. Prerequisites: ECH 354, 355; SPED 210; fully accepted into Teacher Education Program (TEP).

400 Planning for Instruction. (3) Instructional planning, design, and adaptations to support the learning of students with disabilities. Writing Instruction in the Disciplines (WID) course. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370.

405 Moderate to Severe Disabilities. (3) Assessment techniques and planning for the unique learning, social, behavioral, health, and transition needs of students with moderate to severe disabilities will be addressed. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C or better.

415 Behavior Seminar. (2) Prepares teacher candidates to make data-driven decisions to proactively address and modify student behaviors across school settings. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370 with a grade of C or better. Corequisite: SPED 430 or 445.

417 Collaboration and Co-Teaching. (2) Factors and processes that promote effective communication and collaboration between school professionals, between the school and families, and school and community services are addressed. Theories and practice in models of co-teaching are included. A minimum grade of C is required of Teacher Education majors. Prerequisite: SPED 370; fully accepted into the Teacher Education Program (TEP).

430 Fieldwork in Special Education: Elementary. (3) Clinical experiences in planning, implementation, and assessment of instruction with students with disabilities in the elementary grades. A minimum grade of C is required of Teacher Education majors. Prerequisites: RDG 384; SPED 400, 460.

440 Instructional Delivery—Secondary Level. (3) Research-based practices to encourage critical thinking skills and access to the general curriculum for secondary students with disabilities. Transition planning and instruction for students with mild to moderate disabilities. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

445 Fieldwork in Special Education: Secondary. (3) Clinical experiences in the planning, implementation, and assessment of instruction with students with disabilities in secondary settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 420 and 430; or permission of instructor.

460 Fieldwork in Special Education. (1) Experience in the planning, implementation, and assessment of developmentally appropriate instruction of students with disabilities in different settings. A minimum grade of C is required of Teacher Education majors. Prerequisites: SPED 370.